The aim of this practice guide is to provide professionals with learning from an exploratory research study addressing the needs of children and young people with learning disabilities who experience, or are at risk of, child sexual exploitation (CSE). These include: ensuring long-term support; recognising the needs of individual young people with learning disabilities; meeting communication and learning needs; building good relationships based on trust; supporting disclosure of CSE; and planning sessions. In addition, the guide examines approaches to interventions designed to support young people and includes guidance on how to support parents and carers. As well as supporting direct practice, the guide includes prompts for reflection and action, which encourage professionals and services to consider what steps are, and can be, taken in the local area to meet the needs of children and young people. Where appropriate, additional information, other than that provided by the research, is presented.
(Edited publisher abstract)
The aim of this practice guide is to provide professionals with learning from an exploratory research study addressing the needs of children and young people with learning disabilities who experience, or are at risk of, child sexual exploitation (CSE). These include: ensuring long-term support; recognising the needs of individual young people with learning disabilities; meeting communication and learning needs; building good relationships based on trust; supporting disclosure of CSE; and planning sessions. In addition, the guide examines approaches to interventions designed to support young people and includes guidance on how to support parents and carers. As well as supporting direct practice, the guide includes prompts for reflection and action, which encourage professionals and services to consider what steps are, and can be, taken in the local area to meet the needs of children and young people. Where appropriate, additional information, other than that provided by the research, is presented.
(Edited publisher abstract)
Subject terms:
child protection, young people, vulnerable children, child sexual exploitation, learning disabilities;
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers. To present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers. To present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
Title
Making us count: identifying and improving mental health support for young people with learning disabilities: a research report.
Publisher
Mental Health Foundation, 2005
Summary
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers, to present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available, and highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
Context
Approximately one-third of a million young people in the UK have learning disabilities. Of these, 40% are likely to develop a mental health problem. In 2001 the Foundation for People with Learning Disabilities convened an enquiry to explore a very neglected area: the mental health needs of young people with learning disabilities. The result was the Count Us In report (2002). The range of mental health problems experienced by such people is similar to the general population. However, they are far more likely to develop emotional difficulties such as depression and anxiety and these often go unrecognised and untreated. There are difficulties in accessing suitable college or work placements and leisure opportunities and maintaining friendships or relationships and these often triggered mental health problems. Young people also encountered difficulties in getting appropriate services. Pathways to referral for help and support were vague. There were often long time delays to access assessment and interventions; young people were shunted between mainstream and specialist services or did not ‘fit in' anywhere.
Contents
The present report offers some practical advice that practitioners and commissioners can take on board to improve the range of services available. A preface gives the background and is followed by an executive summary and an easy to read summary. Chapters then discuss involving young people and their families in research; towards better support; how young people with learning disabilities and their family carers understand anxiety and depression; supporting young people with learning disabilities and mental health needs from a minority ethnic community; improving emotional support for young people with learning disabilities; and the well-being project: identifying and meeting the needs of young people with profound and multiple learning disabilities and their carers. Conclusions and recommendations are followed by appendices describing a mapping exercise, policy in Scotland , and randomised controlled trials.
Conclusion
The conclusion that one in four young people with learning disabilities will experience mental health problems each year may even be an underestimate, so it is essential there is a range of approaches and services to respond. Opportunities for friendships, social and leisure activities, education and employment enhance self-esteem. They should be at the centre of planning. Language can be a difficulty. Problems are not recognised. Parents do not want children given another label. Recommendations are made on mental health education and promotion, person-centred approaches and transition, and identifying mental health problems and providing appropriate support.
63 references
Subject terms:
learning disabilities, mental health services, user views, vulnerable children, young people;
The development of the children’s trust model for delivery of local services is at the heart of legislation and policy regarding all children and young people. The development of the pathfinder children’s trust’s work has been at the forefront in taking forward the duties set out in the Children Act 2004. Thirty five pathfinder children’s trusts were announced in 2003. Their brief was to improve partnership working and try out ways of doing this which suited local needs. Each children’s trust had a specific area which they identified as a focus for the development of an effective model. A third of the children’s trusts had identified disabled children’s services as their priority areas of work.
The development of the children’s trust model for delivery of local services is at the heart of legislation and policy regarding all children and young people. The development of the pathfinder children’s trust’s work has been at the forefront in taking forward the duties set out in the Children Act 2004. Thirty five pathfinder children’s trusts were announced in 2003. Their brief was to improve partnership working and try out ways of doing this which suited local needs. Each children’s trust had a specific area which they identified as a focus for the development of an effective model. A third of the children’s trusts had identified disabled children’s services as their priority areas of work.
Extended abstract:
Author
WHEATLEY Helen.
Title
Pathways to success: good practice guide for children's services in the development of services for disabled children: evidence from the pathfinder children's trusts.
Publisher
Council for Disabled Children, 2006
Summary
This guide looks at the development and learning from pathfinder children's trusts and how support and services can be improved.
Context
The development of the children's trust model for delivery of local services is at the heart of legislation and policy regarding all children and young people. The development of the pathfinder children's trust's work has been at the forefront in taking forward the duties set out in the Children Act 2004. Thirty-five pathfinder children's trusts were announced in 2003. Their brief was to improve partnership working and try out ways of doing this which suited local needs. Each children's trust had a specific area which they identified as a focus for the development of an effective model. A third of the children's trusts had identified disabled children's services as their priority areas of work.
Contents
An introduction outlines the development of the children's trust model for delivery of local services, describing the brief of the 35 trusts announced in 2003, the interest generated, and the origins of the project leading to this guide. The development of children's trusts is described. The trusts were asked to identify key work areas they would be concentrating one including areas of particular concern, and common threads were identified. Priorities included agreeing shared aims and objectives within the strategic planning framework and across agencies; agreement of workstreams across agencies; developing an effective communication strategy; pooling budgets; making the children's trust a priority in wider authority/council business; co-location of mixed staff teams; joint training for staff groups; linking in with the development of extended schools/services; transition to adulthood for disabled young people; and participation of parents and young people. From these came a number of workstreams. The bulk of the guide describes the key work areas: strategic planning; commissioning services and pooling budgets; joint working and co-location; assessment process and information sharing; keyworking and lead professionals; developing capacity for change; transition to adulthood; evaluation; participation of disabled children and young people; and participation of parents and carers in children's trusts. Sections give the background, legislation and guidance, good practice, key elements of success, and a conclusion.
Conclusion
A final section on 'The future' says the aims of developing local children's trust arrangements have been well received in most areas. There is real evidence of change which has led to an improvement in services and support. The approach has been flexible to accommodate local needs. Much has been achieved but there is still much to do. As the role of children's trusts continues to develop it is becoming evident that other developing initiatives are not always interlinking with the children's trust agenda and in some instances are duplicating or going in a different direction. Examples are given. In the move towards further integrated services it is essential to ensure all services are included in changes. Appendices give and extract from the job description for the post of Disabled Children Integrated Services Manager at the London Borough of Tower Hamlets, an article on the problem of developing inter-agency transition pathways for disabled and special needs young people in Leicester , and notes on key elements of success in parents' participation in children's trusts.
45 references
ISBN 1 904787 8
Subject terms:
learning disabilities, physical disabilities, social services, social care provision, vulnerable children, Childrens Trusts, collaboration;
Green Light is a framework and self audit toolkit for improving mental health support services for people with learning disabilities. It provides a picture of what services should be aiming to achieve, including quality outcomes, and a self assessment checklist. It is aimed at Mental Health Local Implementation Teams and Learning Disability Partnership Boards. The pack was produced on behalf of the Valuing People Support Team and the National Institute for Mental Health in England by the Foundation for People with Learning Disabilities working in partnership with the South West London NHS Mental Health Trust and St George's Hospital Medical School.
Green Light is a framework and self audit toolkit for improving mental health support services for people with learning disabilities. It provides a picture of what services should be aiming to achieve, including quality outcomes, and a self assessment checklist. It is aimed at Mental Health Local Implementation Teams and Learning Disability Partnership Boards. The pack was produced on behalf of the Valuing People Support Team and the National Institute for Mental Health in England by the Foundation for People with Learning Disabilities working in partnership with the South West London NHS Mental Health Trust and St George's Hospital Medical School.
Extended abstract:
Author
COLE Angela, GREGORY Margaret.
Title
Green Light for mental health: a service improvement toolkit.
Publisher
Foundation for People with Learning Disabilities, 2004
Summary
Green Light is a framework and self audit toolkit for improving mental health support services for people with learning disabilities, providing a picture of what services should be aiming to achieve, including quality outcomes, and a self assessment checklist, and aimed at Mental Health Local Implementation Teams and Learning Disability Partnership Boards.
Contents
Part A is a guide to the pack itself and to improving services and support for people with mental health problems who have learning disabilities. Section One introduces Green Light, telling users about the pack and what it's for and giving some ideas about getting the most benefit from the toolkit. Section Two is an easy to read summary designed primarily for use with and by people with learning disabilities. Section Three has two parts which, when added together, give an overall picture of what services should be aiming to achieve. The first gives the national policy context and highlights what the government expects of services in relation to people with mental health problems who have learning disabilities. The second is about quality outcomes for people with mental health problems who have learning disabilities and for their carers, from their own perspectives. Section Four creates a concrete picture of what needs to happen ‘out there' in the reality of services. It highlights key challenges for services in moving towards integrated mental health services for people with learning disabilities; explores what the national policy objectives actually look like in practice, i.e., accessible, integrated mental health support services, using examples from around the UK wherever possible. Section Five is about how to work out what needs to be sustained or changed locally. It introduces the self-assessment checklist and some ready-to-use survey tools which are found in Part B. The self-assessment checklist is at the core of the service improvement toolkit. There is guidance about getting information and evidence to underpin your local self-assessment, and about presenting findings to the Local Implementation Teams and Partnership Board. Part B – the toolkit – has four sections. Section One contains the self-assessment checklist and an action planning proforma. Section Two is a survey of in-patient experience Section Three is a survey of community support experiences. Section Four is a survey of carers' experiences. Throughout the guide there are quotations from the test sites and from people with mental health problems who have learning disabilities, which reinforce points in the text, and references to publications, resources and sources of information. These are listed at the end.
23 references
Subject terms:
learning disabilities, long term outcomes, quality assurance, vulnerable adults, vulnerable children, assessment;
The framework for the inspection of further education and skills has a strong emphasis on keeping learners safe. This summary presents the key findings of a survey of best practice in colleges based on visits to 14 of the 15 colleges that received an outstanding grade for the leadership and management of their safeguarding arrangements in 2009/10. The colleges include general further education colleges, sixth form colleges, and independent specialist colleges catering for learners with learning difficulties and/or disabilities.
The framework for the inspection of further education and skills has a strong emphasis on keeping learners safe. This summary presents the key findings of a survey of best practice in colleges based on visits to 14 of the 15 colleges that received an outstanding grade for the leadership and management of their safeguarding arrangements in 2009/10. The colleges include general further education colleges, sixth form colleges, and independent specialist colleges catering for learners with learning difficulties and/or disabilities.
Subject terms:
learning disabilities, recruitment, staff management, training, vulnerable children, young adults, young people, child protection, disabilities, education, further education, good practice;
The framework for the inspection of further education and skills has a strong emphasis on keeping learners safe. This survey presents best practice based on visits to 14 of the 15 colleges that received an outstanding grade for the leadership and management of their safeguarding arrangements in 2009/10. They include general further education colleges, sixth form colleges, and independent specialist colleges catering for learners with learning difficulties and/or disabilities. Areas of good practice discussed include: promoting safeguarding, training, safeguarding vulnerable groups, promoting safeguarding through teaching and learning, keeping the college's environment safe, and safe recruitment of staff. Points are illustrated with examples of good practice. Annexes provide the names and brief profiles of the colleges visited.
The framework for the inspection of further education and skills has a strong emphasis on keeping learners safe. This survey presents best practice based on visits to 14 of the 15 colleges that received an outstanding grade for the leadership and management of their safeguarding arrangements in 2009/10. They include general further education colleges, sixth form colleges, and independent specialist colleges catering for learners with learning difficulties and/or disabilities. Areas of good practice discussed include: promoting safeguarding, training, safeguarding vulnerable groups, promoting safeguarding through teaching and learning, keeping the college's environment safe, and safe recruitment of staff. Points are illustrated with examples of good practice. Annexes provide the names and brief profiles of the colleges visited.
Subject terms:
learning disabilities, recruitment, staff management, training, vulnerable children, young adults, young people, child protection, disabilities, education, further education, good practice;